Follow-up Interviews Research Articles

Comprehensive School Physical Activity Programming in Dubai International Schools: A Mixed Methods Study

The purpose of this study was to examine comprehensive school physical activity program (CSPAP) policies and practices in interna-tional schools in Dubai, the United Arab Emirates. Following an ex-planatory-sequential mixed-methods research design, the researchers employed the Comprehensive School Physical Activity Program Policies and Practices Questionnaire (CSPAP-Q) and follow-up interviews to describe CSPAP implementation and explore implementation enablers and challenges. A convenience sample of physical education teachers (N=18) participated in the questionnaire, and seven of these teachers participated in individual interviews. Teachers’ responses to the ques-tionnaire indicated considerable heterogeneity and numerous gaps in existing school-based physical activity opportunities and promotion O'Reilly and Websterefforts. Interviews revealed three themes related to CSPAP implemen-tation: (a) time constraints in secondary schools, (b) facilities, and (c) location. This study provides an initial glimpse into whole-of-school physical activity programming in Dubai international schools.

The Relationship between the Actual Implementation of the "English for Iraq" Curriculum and Teachers' Intentions, and Perceptions in Iraqi EFL Preparatory Schools

This study investigates the intentions, perceptions, and actual implementation of an innovative English curriculum among preparatory school EFL teachers in Iraq. The research recognizes the growing importance of English globally and Iraq's efforts to enhance English language education and implement an appropriate innovative curriculum. However, the implementation of a new curriculum poses significant challenges related to teachers' knowledge, intention, and academic culture. The study focuses on understanding the relationship between curriculum intentions, teachers' perceptions, and the actual implementation of the curriculum. The study also explores how teachers' intention, culture, and other factors influence the implementation of the curriculum. Data were collected through a combination of vignettes, semi-structured interviews, classroom observations, and follow-up interviews with a random sample of 10 male teachers from 10 preparatory schools in Babylon Governorate during the 2023-2024 school years. The results indicated that teachers are enthusiastic about the new curriculum, but its effective implementation faces many challenges. Teachers recognize the potential of the curriculum, but suffer from insufficient materials and overcrowded classrooms that hinder optimal teaching and learning. The study emphasizes that in order to successfully implement the curriculum, through continuous professional development and strong support systems, there must be ongoing professional development and strong support systems, ongoing training programs can help teachers adapt to the new curriculum, and the provision of resources, teaching aids, and manageable class size can create a more conducive learning environment, leading to better learning outcomes.

Reciprocal cognitive and emotional interaction in STEMM university learning and teaching

University learning and teaching involves contrasting and interacting emotional experiences. Even in disciplines considered as objective as Science and Engineering, emotion plays a significant role in catalysing and sustaining learning. Although emotions are individually felt, they are socially constructed between people. This is especially relevant in group-based learning evident in much contemporary higher education. This paper applies the concept of emotion socialization to illustrate how groups of students and teachers cope and succeed in cognitively and emotionally challenging learning settings. The study is based on qualitative data collected across six STEMM university departments, from 280 students via in-situ questionnaires and from 20 teachers via group and follow-up interviews. Two key findings offer insight into processes of reciprocal influence on cognition and emotion. The first relates to ways in which students’ and teachers’ differing knowledge-related goals and relationships with knowledge influenced cognition and emotion, uncovering previously unacknowledged connections. The second relates to how students’ comparisons of progress towards academic goals with peers contributed considerably to their emotional experiences in cognitively and emotionally helpful and unhelpful ways. Practical implications are presented, including possibilities for capitalising on existing emotion socialization processes and enhancing how they influence cognition and emotional well-being.

You can take a person out of the military, but you can't take the military out of the person: findings from a ten-year identity study on transition from military to civilian life.

This article takes its starting point in a longitudinal interview study that began in 2013 with the aim of investigating identity reconstruction during the transition from military to civilian life. Annual follow-up interviews were conducted for 3 years, after which there was a break for 7 years until 2023 when a new interview cycle was conducted. The article presents the findings from this interview round. The purpose of the study was to describe the ways in which military identity had impacted the selves and lives of the participants. An inductive approach was employed in the analysis and an abductive approach used in the interpretative phase. The results showed, among other things, that a military identity, containing a particularly strong work ethic, had grown salient over the years. This military identity salience amplified the perception of a contrasting civilian work ethic, which generated moral frustration and even conflict. It was seen as imperative to maintain consistency between a military work ethic and the identity standard as a civilian employee rather than to modify the behavior to another standard, i.e., a civilian standard. These results were counterintuitive given the earlier interview cycles. A military work ethic was generally a powerful asset but could have negative health outcomes, manifesting as burnout. The results reflect the challenges in operating multiple identities tailored to contrasting moral regimes. Future longitudinal qualitative and quantitative research approaches to self-identity work among former service members are warranted.

User experience of neighbourhood greenspace and perceived impact on health and wellbeing: the case of an urban extension to a ‘Healthy New Town’ in England

ABSTRACT Recognising the provision of public greenspace in urban areas as a key tool to supporting health and wellbeing, the UK government has committed to ensuring that, by 2043, all citizens can reach greenspace within 15 minutes from their homes. However, it is increasingly acknowledged that simply providing access to greenspace may not be enough to ensure that positive benefits are realised. Characteristics including their accessibility, size, aesthetics, features, condition and safety can all distinguish between greenspaces that encourage visitation and those that are uninviting. This paper reports a neighbourhood-level study of the residential development of Kingsmere, which forms a significant urban extension to Bicester, England, and was developed as part of the government-funded ‘Healthy New Town’ programme. A cross-sectional survey, including follow-up interviews, was conducted to investigate residents’ use of different types of greenspace, satisfaction, and the perceived impact on personal health and wellbeing. Findings reveal that the provision of a variety of greenspaces within a 15-20-minute walk of homes has been effective in terms of use and satisfaction but that attention to access within sites, perceived safety, cleanliness and maintenance are important factors that could encourage greater use and enhance user satisfaction.

Practically implementing an LLM-supported collaborative vulnerability remediation process: A team-based approach

Incorporating LLM into cybersecurity operations, a typical real-world high-stakes task, is critical but non-trivial in practice. Using cybersecurity as the study context, we conduct a three-step mix-method study to incorporate LLM into the vulnerability remediation process effectively. Specifically, we deconstruct the deficiencies in user satisfaction within the existing process (Study 1). This inspires us to design, implement, and empirically validate an LLM-supported collaborative vulnerability remediation process through a field study (Study 2). Given LLM’s diverse contributions, we further investigate LLM’s double-edge roles through the analysis of remediation reports and follow-up interviews (Study 3). In essence, our contribution lies in promoting an efficient LLM-supported collaborative vulnerability remediation process. These first-hand, real-world pieces of evidence suggest that when incorporating LLMs into practical processes, facilitating the collaborations among all associated stakeholders, reshaping LLMs’ roles according to task complexity, as well as approaching the short-term side effects of improved user engagement facilitated by LLMs with a rational mindset.

Differences between Chinese and Western English-speaking teachers in providing disagreement in EFL teaching in China

ABSTRACT Disagreement is face-threatening but necessary for teachers to correct errors and prompt learning. However, little research has examined how teachers employ disagreement as feedback, especially from a multimodal perspective. This study investigated the differences in linguistic markers (LMs) and accompanying nonverbal behaviours (NVBs) associated with disagreements between Western English-speaking teachers (L1 teachers) and Chinese English teachers (L2 teachers). The classes of four L1 teachers and four L2 teachers were video-recorded and analysed. Follow-up interviews were analysed to examine the possible factors pertaining to the differences between the two groups. The results showed that both groups preferred to employ questions and counterclaims but differed in terms of the forms or contents they used. L1 teachers tended to use downtoners and humour as mitigators, while L2 teachers were inclined to employ token agreements and partial agreements. Smiling and gazing were the primary accompanying NVBs employed by the L1 teachers, whereas gazing and postures dominated the L2 teachers’ data. Possible factors for such differences were identified, such as perceived students’ needs and views on the functions of disagreements. The pedagogical implications for L1 and L2 teachers are also discussed.

Opening doors to coach education in masters sport for lifelong sport participation

ABSTRACT Coach education directors of sport organizations are responsible for developing coaches to support quality sport participation. While adults comprise an increasingly larger cohort in many sport organizations, their programming, including coaching and coach education, is marginalized. The purpose of this collective case study was to outline directors’ perceptions of challenges and interests regarding lifelong sport participation through their perspectives of adult-oriented professional development for coaches in their sport organizations. Five directors of coach education attended webinars on coaching Masters sport and then engaged in follow-up interviews. Data were reflexively thematically analyzed. The results indicated that directors acknowledge differences in coaching adults and youth but a coaching focus on youth and high performance. They discussed the benefits of supporting Masters sport through quality coaching for lifelong sport participation and valued adult-oriented coaching approaches. Lifelong sport pathways could advance with shifts toward supporting Masters sport with quality coach education.

Principal Leadership of Pre-K Programs in Elementary Schools: Evidence from North Carolina

Pre-Kindergarten (Pre-K) programs are becoming increasingly common in elementary schools across the United States—in fact, a recent analysis of federal data revealed that 57% of public schools have a Pre-K grade. Despite the prevalence of Pre-K programs in schools, principals—known to be among the most important factors in school success—often lack the knowledge and professional supports to effectively lead Pre-K programs. In this study, guided by sensemaking theory, we work to advance knowledge on Pre-K principal leadership through a sequential mixed-methods analysis of elementary school principals in the state of North Carolina. Our study includes a statewide survey of all lead and assistant principals in the state ( N = 520) as well as follow-up interviews with 27 of the surveyed principals. Our findings reveal that while they report strong conceptual support for the Pre-K programs in their schools, principals demonstrate limited engagement with them. We also find that principal background and preparation in early education and the proportion of students from a Pre-K program that ultimately enroll in the school for kindergarten are important factors that help explain variation in principal orientations to Pre-K leadership.

Differences in gait analysis and clinical outcome after dynamic fixation or screw fixation in acute syndesmosis tear: a prospective randomized pilot study.

Acute syndesmosis tears can be treated by static screw or dynamic fixation. Various studies have compared these techniques regarding postoperative outcome. However, to our knowledge, no study has used 3D-instrumented gait analysis (IGA). We hypothesized that a dynamic fixation would perform non-inferior to screw fixation in terms of biomechanical and clinical outcomes. Patients were prospectively randomized to both groups. All patients received the same follow-up rehabilitation and consultations (6 and 12 weeks; 6 and 12 months) postoperatively. Standardized questionnaires were used to objectify pain and ankle function. At 6 months follow-up, IGA was conducted additionally to objectify the biomechanical outcome. Twenty-five patients in the dynamic fixation (DF) group using TightRope® and twenty-five in the screw fixation group (SF) completed gait analysis. The DF group showed significantly higher mean values for maximum moment in the affected ankle joint (DF: 1.40 ± 0.21 Nm, SF: 1.23 ± 0.30 Nm; p = 0.023) and the unaffected ankle joint (DF: 1.52 ± 0.20 Nm, SF: 1.37 ± 0.27 Nm; p = 0.035). The difference between the affected and unaffected ankle joint was significantly higher in the SF group for active plantarflexion (DF: 1.52 ± 0.20°, SF: 1.37 ± 0.27°; p = 0.035). Both dynamic and screw fixation groups exhibited significantly reduced plantarflexion during the push-off and early swing phase, with moments and powers in the ankle joint also significantly impaired. Our study demonstrated that dynamic fixation has better or similar biomechanical and clinical outcomes compared to screw fixation. Future research should focus on biomechanical differences during gait as well as clinical outcomes in case of earlier weight-bearing after dynamic fixation. DRKS00013562 Date of Registration: 07/12/2017.

Pathways to survive in abrupt adversities: a configurational approach to understanding the resilience of new venture teams

AbstractNew venture teams (NVTs) face challenges caused by adversity, making team resilience crucial for venture survival. While team resilience factors have been identified, we do not yet understand how they combine. We examine their combinations from a configurational approach. Based on a fsQCA analysis of team resilience factors in thirty-eight NVTs and five follow-up in-depth case interviews, we explore how team resilience factors combine to form particular team resilience pathways for survival in adversity. Our analysis reveals three pathways: relaxed team improvisers, validated team visionaries, and relational team connectors. The theoretical implications include enhancing the framework regarding the resilience of NVTs and introducing a new causal mechanism based on the causal complexity of team resilience factors.

Preparing Early Education Leaders: An Analysis of UCEA Principal Preparation Programs

Purpose: Recently, a confluence of factors has focused elementary school leaders on early education. One factor is that nearly 60 percent of all public elementary schools in the U.S. today have a Pre-K program in the building. Yet, prior research reveals that leaders are often not prepared to effectively lead early education programs. This study assesses the current state of early education leadership preparation among UCEA-affiliated programs. Method: Using a sequential explanatory mixed-methods approach, our study draws on survey data from 232 principal preparation faculty members at UCEA-affiliated programs, follow-up interviews with 20 purposively sampled survey respondents, and content analysis of 113 program web pages. Findings: We found that preparation programs currently afford little attention to early education leadership coursework and content, despite faculty expressing it as an important goal. Only four percent of faculty from the survey reported that their program required a course focused on child development and/or early education—a finding corroborated by the website analysis. Last, our interviews reveal reasons for the limited engagement with early education leadership, including time constraints, limited faculty experience, and licensure and accreditation requirements. Implications: Policymakers aiming to improve early education leadership may revise principal certification requirements that could prompt revisions in principal preparation programs. Principal preparation programs, similarly, could revise their programming to intentionally expose principal candidates to key topics in early education leadership. A bi-directional and concerted reform effort is likely needed to meaningfully advance change in this area.

Change in occupational burnout measures in emergency medical service workers after a psychedelic experience induced by a single self-administered dose of psilocybin mushrooms

AbstractBackground and AimsThis naturalistic mixed methods field study, aimed to assess the potential of a psilocybin induced experience, to help Emergency Medical Service Workers (EMSW) to address psychological and stress related symptoms stemming from a challenging working environment, known to contribute to occupational burnout (OB).MethodsThis exploration was conducted with an intentional sample of five participants, recruited through an online survey who self-administered a therapeutic dose of psilocybin mushrooms to manage psychological symptoms resulting from their work as EMSW, allowing the authors to assess the outcome. To measure the impact of the experience, changes in OB measures were assessed with psychometric instruments previously used in this population at three timepoints, before and after the session. The subjective impact of the psychedelic experience, through psychological insights and emotional breakthroughs, was also assessed, and two follow-up interviews were conducted to collect further data.ResultsThe results showed that, two weeks after the session, a visible improvement was noticed in several measures of pre-existent OB, that remained stable after two months. Additionally, most participants reported a strong subjective impact, that they perceived as fundamental for the positive outcome.ConclusionsAfter one therapeutic psylocibin session, several measures of OB showed an encouraging level of improvement and may constitute an important step towards finding alternative and innovative solutions to address high rates of psychological distress experienced by EMSWs, also benefiting the organization and the quality of patient care. The limitations and implications of the study and suggestions for future research are discussed.

FP8.1 - Environmental Sustainability and Surgery: what are the attitudes and barriers to implementing sustainable change in operating theatres? A Qualitative Study

Abstract Aims Sustainability in surgery is an increasingly important focus in the bid to halt climate change. This study aimed to better understand how environmentally sustainable change can be made in theatre environments by exploring attitudes of healthcare professionals and patients, and identifying barriers to implementing change. Methods A mixed-method qualitative study was undertaken involving a national survey of 157 healthcare professionals (HCP’s), and follow-up semi-structured interviews with ten HCP’s and five patients. Participants were targeted via the survey and public engagement mailing lists. Interviews were informed by a topic guide developed with responses from the survey. Data were analysed thematically and presented as major topic themes. Results 100% of participants agreed that operating theatres needed to make sustainable changes and reduce waste. Respondents understanding of the key issues centred around physical waste production and its effect on climate change. HCP’s identified issues around infection prevention and challenging current behaviour, whilst patients focused on maintaining current standards. Barriers to change included safety concerns, current clinical pressures, single-use culture and the perceived resistance to change within the NHS. HCP’s identified staff habits, lack of information and patient expectations as a barrier, whilst patients identified cost to be the main issue. Conclusions This study provides key insights into the current attitudes and perceived barriers of HCP’s and patients to implementing environmental change in surgery and aligned working environments. These provide useful data to aid future change strategies and implementation and ensure effective sustainable changes are made and delivered in theatre environments.

On the Value of Measuring Recent Drug Use by Self-Reports and Urinalysis in Clinical Trials

Background: Valid measurement of drug use in patients enrolled in clinical trials that treat substance use disorder is vital to determine the trial’s outcome. Self-reports are often used but their validity has been studied with mixed results. Urinalysis may sometimes be employed as an alternative or supplement to self-reports. Objectives: This study examined how estimating drug use by either method would affect the results from a randomized clinical trial conducted in a methadone treatment program. At the initial Baseline interview and four follow-up interviews, participants were asked about their drug use history and provided a urine specimen for drug testing. Results: In most cases, the urinalyses detected more drugs than the patients had reported using. A major exception was heroin, whose use was an eligibility criterion for enrollment in the study and methadone treatment. Conclusions: The patients’ self-reports would have led us to conclude that the use of heroin and fentanyl had declined from the initial Baseline interview to the final follow-up interview, while the urinalysis results indicated no change in exposure to heroin and an increase in exposure to fentanyl. Clinical trials would be well served to employ the use of biological tests in addition to self-reports to measure recent drug use and to accurately estimate the efficacy of the experimental protocols and patients’ exposure to drugs.

Daily within-fluctuations in need frustration and implications for employee recovery and well-being: A mixed-methods study.

Daily variations in frustration of basic psychological needs (autonomy, competence, and relatedness) have received limited attention. This mixed-methods study examines such daily variations and their relations to recovery from work and employee well-being. The study uses multilevel modeling of repeated measures through daily surveys from a period of 8 working days across 2 consecutive weeks, combined with in-depth interviews. A sample of 54 Norwegian health-care workers completed a total of 242 daily surveys, and follow-up interviews were conducted with 10 participants. Quantitative results showed that need frustration at work fluctuates from day to day, with competence frustration notably impairing recovery (i.e., lower psychological detachment and relaxation) and increasing ill-being (i.e., higher exhaustion and negative work affect). Autonomy frustration was related to increased exhaustion and sleep complaints, while relatedness frustration showed no significant relation to recovery, ill-being, or sleep. Qualitative findings corroborated and expanded on these results, offering deepened insights into how competence and, sometimes, relatedness need frustration hampered the recovery process and sleep. The results of the current study add to the scarce body of literature on daily fluctuations in need frustration at work and its adverse consequences.

More of the same? How digital food platforms reinforce prevailing eating interests and practices

ABSTRACT Techno-optimistic framings of the digital food economy purport that digital platforms can contribute to individuals’ dietary behavior change. Against this background, we investigate how people’s understandings of ‘eating well’ and their engagements with digital platforms are entangled. To do so, we conducted the first large-scale explorative survey among adults living in Switzerland on digital eating practices to date (n = 449). The survey examines participants’ understanding of ‘eating well’ and their uptake and use of digital food platforms. Our survey analysis revealed six distinct clusters of how participants conceptualize ‘eating well’. We found that participants in each cluster engage with a different set of apps, blogs and social media platforms with limited overlap between the clusters. Moreover, each cluster's engagement with selected digital food platforms responds to and supports their prevailing eating practices and goals. The 21 follow-up interviews supported the finding of the survey analysis that eaters (per cluster) seek out digital food platforms to have ‘more of the same’. In other words, participants’ use of digital platforms reinforces their existing eating interests and practices, nonetheless, these practices are increasingly digitally mediated. Ultimately, our results lead us to problematize techno-optimistic visions that digital platforms can unilaterally alter eaters’ established diet.

Does receipt of social housing impact mental health? Results of a quasi-experimental study in the Greater Toronto Area

Affordable housing is commonly described as an important determinant of health, but there are relatively few intervention studies of the effects of housing on health. In this paper, we describe the results of a quasi-experimental, longitudinal study investigating the impacts of receiving social housing among a cohort of 502 people on waitlists for social housing in the Greater Toronto Area, Canada. Specifically, we sought to determine if adults who received housing were more likely than a control group to show improvements in depression, psychological distress, and self-rated mental health 6, 12 and 18 months after moving to housing. Amongst the participants, 137 received social housing and completed at least one follow-up interview; 304 participants did not receive housing and completed at least one follow-up interview and were treated as a control group (47 people provided data to both groups). The difference-in-differences technique was used to estimate the effect of receiving housing by comparing changes in the outcomes over time in the housed (intervention) group and the group that remained on the waitlist for social housing (control group). Adjusted mixed effects linear models showed that receiving housing resulted in significant decreases in psychological distress and self-rated mental health between the groups. Improvements in self-rated mental health between the groups were observed 6, 12 and 18 months after receiving housing (6 months, +2.9, p <0.05; 12 months, +2.6, p <0.05; 18 months, +3.0, p <0.05). Reductions in psychological distress (-1.4, p <0.05) were observed 12 months after receiving housing. Overall findings suggest that receiving subsidized housing improves mental health over a 6-to-18-month time horizon. This has policy and funding implications suggesting a need to reduce wait times and expand access to subsidized housing.

Principals’ conceptions of mathematics instruction: Co-constructing sophisticated instructional vision through professional development

ABSTRACT Objectives Although a principal’s instructional vision is recognized as important for schoolwide improvement efforts, little is known about how principals conceive of mathematics instruction or how professional learning opportunities shape their instructional vision. This article explores principals’ conceptions of mathematics instruction after participating in learning experiences designed to support the development of a vision of high-quality instruction. Methods Through a design-based research approach, we created classroom-based learning experiences for six elementary school principals to develop their vision of high-quality mathematics instruction in the context of a research-practice partnership. Transcripts from the learning experiences and follow-up interviews were analysed qualitatively. Results Findings illustrate nuances in participating principals’ conceptions of mathematics instruction and how their role shaped their vision. Principals attended to the importance of the teacher in actively shaping learning experiences, but were less consistent in describing other dimensions of high-quality instruction such as mathematics tasks. Findings suggest that principals’ conceptions aligned with features of high-quality instruction to the extent they were discussed or elevated during the professional learning experience. Conclusions Our analysis highlights the importance of considering principals’ unique perspectives in professional development around high-quality mathematics instruction and has implications for future practice-embedded principal learning opportunities.

Techno-Service-Profit Chain: The Impacts of IoT-Enabled Algorithmic Customer Service Systems from an Interdisciplinary Perspective

The infusion of emerging technologies (e.g., IoT-enabled algorithmic customer service systems [IACSs]) often brings disruptive changes to customer service. In particular, the agentic nature of these technologies challenges prominent service theories. Among these challenges, recent scholarly calls have pushed for more research on the infusion of emerging technologies into the service-profit chain (SPC) framework, advocating for the importance of extended knowledge to develop a techno-infused version of the SPC. Thus, from an interdisciplinary perspective, we draw upon role theory and propose a technoservice-profit chain (TSPC). Specifically, we contextualize the SPC in the technoservice context with different approaches, including decomposing context-specific constructs and theorizing IACS implementation as a contextual factor that moderates TSPC relationships. Using a sequential mixed methods design combining quantitative and qualitative approaches, we tested our research model by conducting multiwave surveys and follow-up interviews in a large business-to-business service firm with data from employees, supervisors, and customers before and after IACS implementation. This interdisciplinary study contributes to the information systems, service marketing, and management literatures by enriching the compositions of core SPC constructs, theorizing interactions between human agents and technology agents, and scrutinizing the impacts of technology agents on the linkages between internal employee management and external customer service. Our results further reveal the emerging issues of competing bosses (i.e., supervisors and IACSs), competing employees (i.e., employees and IACSs), and the unintended dehumanization effects of IACSs on supervisors and employees.